Transcript Document

Identifying Special
Populations Students
Shannon Baker, Consultant
Special Populations, Civil Rights, Equity
NCDPI
Objectives
• Overview of job description;
• Identify special population
students;
• Establish relationships with CTE &
school staff;
• Licensure requirements.
Identify SP Students
Objectives
• Identify members of special populations;
• Identify federal laws associated with
protecting members of special populations;
• Work collaboratively to develop ways to
assist special populations students.
Fact or Myth?
• Special population students consists only
exceptional children with IEPs.
• Special populations students are only those
students with failing grades.
• If my school does not have a designated
Special Populations Coordinator, the
school does not have to provide services to
those students who may fall under the SP
category.
Myths!!!
• Special population students does not only
consist of exceptional children with IEPs.
• Special populations student’s grades can range
from all Fs to all As.
• If my school does not have a designated Special
Populations Coordinator, the school does have to
provide services to those students who may fall
under the SP category.
Who are members of
Special Populations?
• Individuals with
disabilities;
• Individuals from
economically
disadvantaged
families, including
foster children;
• Individuals preparing
for nontraditional
training &
employment
• Single parents,
including single
pregnant women;
• Displaced
homemakers; and
• Individuals with other
barriers to
educational
achievement,
including individuals
w/ limited English
proficiency.
Individual w/ Disabilities
• Autistic
• BehaviorallyEmotional Disabled
• Deaf/Blind
• Hearing Impaired
• Multi-handicapped
• Orthopedically
impaired
• Pregnant students
• Developmentally
delayed
• Specific Learning
Disabled
• Speech-Language
Impaired
• Traumatic Brain
Injury
• Visually impaired
The Law…
•
•
•
•
Individuals with Disabilities Education Act (IDEA)
(http://nichcy.org/disability/categories)
Section 504 of the Rehabilitation Act of 1973
Title II of the American with Disabilities Act of
1990
Economically
Disadvantaged
• Students who qualify for:
 Aid to families;
 Food stamps;
 Free or reduced-priced meals; and/ or
 Determined to be low-income according to the latest
available data from the Department of Commerce or
the Department of Health and Human Services
Poverty Guidelines.
• Foster children
The Law…
• Free Access to Public Education (FAPE)
• Other laws as it relates to FAPE
– Individuals with Disabilities Education Act
(IDEA)
– Section 504 of the Rehabilitation Act of
1973
– Title II of the American with Disabilities Act
of 1990
Non-traditional
Training & Employment
• What is non-traditional employment?
 Occupations or fields of work for which
individuals from one gender comprise less
than 25% of those employed in the
occupational or field of work.
• Where can I find a list of those fields?
 National Alliance for Partnership in Equity
(NAPE)
 www.napequity.org
Sample from
Perkins IV Table 3
Nontraditional CIP to Career Cluster
CIP 6
2010 CIPTitle_2010
Rec
Clust
No. Recommended Cluster Name_2010
CIP 6 Nontradition
2010
al
01.000
0 Agriculture, General.
1
Agriculture, Food & Natural Resources
01.000
0
F
01.010
1 Agricultural Business and Management, General.
1
Agriculture, Food & Natural Resources
01.010
1
F
1
Agriculture, Food & Natural Resources
01.010
2
F
01.010
3 Agricultural Economics.
15
Science, Technology, Engineering &
Mathematics
01.010
3
N
01.010
4 Farm/Farm and Ranch Management.
1
Agriculture, Food & Natural Resources
01.010
4
F
01.010
2 Agribusiness/Agricultural Business Operations.
The Law…
• Title IX of the Education Amendments
of 1972
Single Parents
• Includes single pregnant women
• Unmarried individuals (female AND
male) with children and those
expecting a child
The Law…
• Title IX
• Title II
• Section 504
Displaced Homemakers
• Individuals experiencing a change in
lifestyle due to unpredictable
circumstances.
Other Barriers to Education
Academically
Disadvantaged
•
•
•
•
Score below level III on
standardized achievement
tests;
Below 25th percentile on
an aptitude test
Secondary grades below
2.0 on 4.0 scale
(unweighted) or below 2.5
(weighted)
Fails to attain minimum
academic competencies
Potential
Dropouts
•
•
•
•
•
Consistent low
achievement;
High rate of absenteeism;
Unmotivated;
Constant discipline
problems;
Delinquent behavior in
school & in community
Limited English Proficiency
• Were not born in the US or whose native language is a
language other than English;
• Comes from an environment where a language other than
English is dominant;
• Are American Indian or Alaska Natives and who come
from environments where a language other than English
has had a significant impact on their level of English
language proficiency;
• Who by reason, thereof, have sufficient difficulty speaking,
reading, writing or understanding the English language…
The Law…
• Vocational Education Programs for Eliminating
Discrimination and Denial of Services on the
Basis of Race, Color, National Origin, Sex and
Handicap.
o http://www2.ed.gov/about/offices/list/ocr/docs/
vocre.html
Blanket Laws
• Carl Perkins Vocational and Applied
Technologies Education Act of 1990
• Vocational Educational Programs
Guidelines for Eliminating
Discrimination and Denial of Services
on the Basis of Race, Color, National
Origin, Sex and Handicap
Creating Your Special
Populations Blueprint
• List the categories of special
populations students.
• Record ideas on how you can ensure
that your special populations students
are being served.
• Share ideas with your neighbors.
Resources
• NCDPI Challenge Handbook (2005)
• National Alliance for Partnership in Equity
(www.napequity.org)
• US Department of Education (www.ed.gov)
• Wikipedia (www.wikipedia.com)
• National Dissemination Center for Children with
Disabilities (www.nichcy.org)